高中英语阅读困难诊断与课堂教学补救策略

VIP免费

3.0 牛悦 2024-11-19 4 4 734.53KB 71 页 15积分

侵权投诉

ABSTRACT

English teaching process mainly lies in the classroom. We need to observe

carefully the assessment of students’ progress in English learning .We should also

reflect on whether the present English teaching in the classroom can furnish them with

better learning atmosphere and favorable factors for their future development. Therefore

the present assessment system in secondary school should highlight the essence of

English learning and its procedures. What we need urgently is to put the formative

assessment into the routine teaching in the classroom. Only in this way can we promote

the formation of this new assessment system. A teacher should continuously diagnose

the various needs of students in the process of English reading instruction and the

effectiveness of teaching strategies. We should combine teaching and learning with

assessment to show the integrity of teaching in class.

To take an overall view of the current situation of reading instruction in different

countries, reading difficulty is a common phenomenon. On one hand, we have neglected

the diagnosis of reading difficulty in our teaching activities and failed to give them

timely remedies. On the other hand, there exist the ineffective teaching methods such as

rather inaccurate interpretation, fast teaching procedures, inappropriate materials and

approaches, separate reading from other activities in class and so on. What’s worse, the

ignorance of individual differences is the obstacle to reading progress. As we all know

reading difficulty constantly begins with a simple reading defect .So an effective

reading and efficient teaching program should be based on the immediate diagnosis of

students’ reading difficulty. In a way, we should teach students in accordance with their

aptitude and work out the teaching plans that conform to their different levels.

The new curriculum standard focuses on the students’ overall development in three

aspects such as knowledge and skills, process and method, emotional attitude and value

system. In the view of people-oriented it points out that training students in learning

interest, attitude, strategies and cultural awareness is an important objective of teaching

English .In teaching process we should teach students how to learn on their own,

cooperate with others, to cultivate their creative awareness and possess scientific value

system. All above is the responsibility the teacher should bear in mind during

teaching .So the assessment of students’ learning achievement should be overall both on

their learning process and effective result. Nevertheless the traditional evaluative mode

laid more emphasis on knowledge than competence, on result than process. It paid more

attention to the teacher’s instruction while neglecting students’ intellect development.

As a result it hinders the realization of multiple objectives in the new curriculum and the

fundamental education development.

This dissertation is mainly divided into six chapters. The introduction deals with

the analysis of current situation of reading instruction of senior English in Chinese high

schools, and thereby introduces the dissertation. In chapter two it presents a survey of

teaching theory related to English reading, including explanation of reading definition,

foreign language teaching schools’ influences upon English teaching in China, the

enlightenment of the schema theory on reading instruction and influential factors on

reading. The most important chapters are chapter three and chapter four. In chapter three

it expounds the definition of reading difficulty, and reading difficulty diagnostic

methods. In chapter four remedial teaching strategies of reading difficulty involves the

model of responsibility transformation in teaching, three enforcements in the class from

the perspective of formative evaluation and the vocabulary teaching strategies in the

reading class. In chapter five question design and reflection in English reading class

deals with principles of question design and valid questioning in the class. In chapter six

the conclusion sums up my thought on reading difficulty diagnosis and remedial

teaching.

It is hoped that this dissertation will be a reference for future researcher and will be

beneficial to English teaching in the secondary schools and primary schools.

Key words: reading difficulty; formative assessment；

schema theory; remedial teaching strategies;

responsibility transformation

摘要

英语教学的具体过程主要在课堂。我们需要重新审视全面评估学生英语学习

的发展和进步的方式，反思我们的英语课堂教学是否为学生的未来发展提供了很

好的环境和条件。因此，现行中学英语学生评价体系应该正确反映外语学习的本

质和过程，满足学生发展的需要，为了达到这一目标，唯有重视形成行评价，充

分发挥其对课堂教学的反拨作用，促进新的评价体系的形成。教师不断诊断学生

在英语阅读教学中的不同需求以及教学策略的有效性，坚持教、学和课堂评估三

位一体，体现课堂教学的完整性。

综观世界各国阅读教学现状，学生阅读困难现象普遍存在。反思产生这种现

象的原因，一个重要方面是阅读教学中忽视了对学生阅读缺陷的诊断和矫正。而

且，一些无效的教育方式，诸如教学进度太快，不适当的教材和教法，将阅读从

其他课堂活动中分离，或忽视个体差异都会阻碍阅读的有效发展。教学实践表明，

阅读困难往往始于简单的阅读学习缺陷，一个有效的阅读教学计划是建立在对阅

读困难的及时诊断基础上的。在某种意义上，只有每节课成为诊断和矫治课，依

据学生实际制定教学方案，进行因材施教，阅读困难才可能预防和矫正。

新课程标准侧重学生知识和技能，过程和方法，情感态度和价值观的三位一

体的全面发展。以人为本的英语教学目标强调培养学生的学习兴趣，态度策略和

文化意识。在教学过程中教师应教会学生自主学习和合作性学习，培养他们的创

新意识并使之具备科学的价值观。以上这些都是教师在教学中应承担的职责。因

此对学生学习成绩的评价应该全面包括他们的学习过程和有效结果。然而传统的

评价模式重知识轻能力, 重结果轻过程，重视教师的教，忽视学生的智力发展。

因此它阻碍了新课程多元目标的实现和基础教育的发展。

本文旨在从课堂阅读教学实践出发，探讨高中英语阅读困难诊断与课堂教学

补救策略。共六个章节，第一章引言部分着重对我国高中英语阅读教学现状分析，

并引出本论文的基本框架；第二章文献综述主要涉及了与阅读相关的教学理论的

回顾，其中包括阅读的定义、外语教学法流派对我国英语教学的影响、图式理论

对阅读教学的启示以及英语阅读诸变量对阅读的影响；最重要的是第三和第四章。

第三章“英语阅读困难的界定与诊断方法”介绍了英语阅读困难的界定、英语阅

读困难的诊断方法；第四章“英语阅读困难的课堂教学补救策略”阐述了课堂教

学责任转换模式的构建、从形成性评价看阅读教学中的三个强化和课堂补救教学

中词汇教学策略；第五章“英语阅读课堂的问题设计与反思”主要谈到了阅读课

堂的问题设计原则与课堂上的有效提问。在第六章结束语中谈到了笔者对阅读困

难诊断与课堂教学补救的一些思考。

希望本文能够为后来的研究者起到一定的参考作用，同时也希望本文能够对

我国中小学英语教学，尤其是高中英语阅读教学有所裨益。

关键词: 阅读困难；形成性评价；图式理论；补救教学策略；

责任转换

CONTENTS

Acknowledgements

Abstract

摘要

Chapter One Introduction……………………………………………………………. 1

§1.1 Analysis of Current Situation of English Reading Instruction in China....2

Chapter Two Literature Review………………………………………………….........7

§2.1 Explanation of Reading Definition…………………………………………7

§2.2 The Influence of the Variables in English Reading……………………….10

§2.3 The Schema Theory Enlightenment on English Reading Instruction…….13

§2.4The Influence of Foreign Language Teaching Schools on the English

Instruction in China……………………………………………………….16

Chapter Three The Definition of Reading Difficulty and Its’ Diagnostic Methods

§3.1 The Definition of Reading Difficulty…………………………………......19

§3.2 The Diagnostic Methods of English Reading Difficulty………………….20

§3.2.1 Oral Reading Diagnostic Analysis …………………………………21

§3.2.2 Computerized Reading Diagnostic Test……………………………26

Chapter Four The Remedial Teaching Strategy for The English ReadingDifficulty

§4.1 The Construction of Responsibility Shift Pattern in Class……………….31

§4.1.1 The Variables Influence the Class Teaching Effect…………............31

§4.1.2The Formation of Responsibility Shift Pattern in ClassTeaching…...33

§4.2 The Three Intensifications in English Reading Instruction Class………...35

§4.2.1 The Emphasis of Feedback………………………………………….36

§4.2.2 The Emphasis of Cooperation…………............................................37

§4.2.3 The Emphasis of Acquisition……………………………………….40

§4.3 Vocabulary Teaching Strategy in Remedial Teaching Class ……………..41

Chapter Five The Question Design and Introspection in English Reading Class

§5.1 The Principles of Question Design in Reading Class………………….....47

§5.2 The Valid Questioning in Class…………………………………………..49

Chapter Six Conclusion..............................................................................................56

Appendix Ⅰ................................................................................................................59

Appendix Ⅱ................................................................................................................61

Bibliography………………………………………………………………………...62

在读期间公开发表的论文…………………………………………….....................66

Chapter One Introduction

Reading difficulty is one type of learning disability. American psychologist Gibson

argued that reading difficulty was the command of reading skills falling behind the

peer’s normal level and the reason isn’t the unintelligence ,serious cerebral damage or

grave emotional unstableness ﹙Wang Yan Yu Guoliang, 2001 ﹚. Reviewing the

current teaching situation in all countries we found the universal existence of reading

difficulty among students. What causes such phenomenon? One important aspect is the

ignorance of students’ reading defect diagnosis and remedy in reading class.

Furthermore, those factors such as invalid teaching method, the fast teaching schedule,

inappropriate textbook , separate reading from other class activities or neglecting the

individual differences impede the effective reading development .The teaching practice

manifest that the reading difficulty largely originate from the simple reading defect. One

effective schedule of reading instruction base on the timely reading difficulty

diagnosis .In a way, only if every period is characterized with diagnosis and remedy and

the teacher works out teaching plan that conform to the students’ actual situation so as

to teach them in accordance with their aptitude, the reading difficulty can be prevented.

The foreign language teaching is largely implemented in class. Only in the class

the guideline and requirement of syllabus or the textbook can be embodied in details.

The class is also the major place where the teacher controls the students’ emotion,

coordinates their learning and guarantees language input quality. Meanwhile it’s the

important place where the students acquire the most understandable target language.

Many students who have difficulty in reading often lose self-confidence and make no

effort in reading. Its’ manifestation lies in the sense of inadaptability in learning felt by

students with reading difficulty and it has four components ﹙Zhong Qiquan 2003﹚

○

1Sense of difficulty —they feel difficult or easy in learning.

○

2Sense of anxiety —they feel anxious about the learning result.

○

3Sense of inferiority —they feel inferior to others in learning.

○

4Sense of depression— do they have the incentive in learning?

According to these four aspects we assess the students’ sense of inadaptability in

learning. If it is prevailing we must take remedial actions to help them get rid of this

psychological state.

The new curriculum standard focuses on the students’ overall development in three

Reading Difficulty Diagnosis and Remedial Teaching Strategies in The English Classes of

Chinese Senior High Schools

aspects such as knowledge and skills, process and method, emotional attitude and value

system. In the view of people-oriented it point out that training students in learning